Articulation and Action: Service Delivery Planning for

English Language Learners

John Kibler OELA Professional Development Coordinator

Amy ChristiansonOELA Program Coordinator

Edgewood College, Madison WI

ELL Service Delivery Articulation and Action Plan (SDAAP)

During this session participants will examine an ELL service delivery articulation and action

plan that documents reflection on current practice and considers future implementation, configuration, and professional development

considerations.

Utilizing Resources Effectively to Support ELL Student Achievement

• Equity for ELLs: Guiding Beliefs and Principles• Organizational Map and Service Delivery

Articulation & Action Plan (SDAAP)• Resource Alignment Through Collaborative

Practices

Equity Through Instructional Practices

• Guiding Principles and Beliefs• Considerations for Instructing English

Language Learners

Guiding Principles and Beliefs

• Shared Responsibility for English Language Learners is Evident in the Actions of School Personnel

• Resources are Aligned to Promote Effective and Collaborative Instructional Practices

• Shared Decision Making, Problem Solving, and Differentiated Lesson Planning are Evident Among Instructional Planning Teams

• Program Models & Configurations are Flexible and can be Adjusted based on Students’ Language & Learning Needs

• Standards-Based Instruction for Language Development & Content Learning is Integrated

Considerations for English Language Learners

• Instructional Practices follow State Laws/Title III Part A• Teachers and Resource Staff Supporting ELLs are Assigned

on Instructional Teams• ELLs are Clustered into Classrooms Supported by

ESL/Bilingual Certified Staff (or have Classroom Teacher with ESL/Bilingual Certification)

• Hiring Practices Reflect an Emphasis to Employ Staff with ESL/Bilingual Certification

• All Professional Development Reflects Best Practices for Educating ELLs

• Parent and Family Outreach Supports Linguistic and Cultural Needs

Questions to Consider:

• Which guiding beliefs and principles are currently supported in your school or district?

• What guiding beliefs and principles should be shared and discussed in your educational setting to support instruction for English language learners?

Organizational Map and Service DeliveryArticulation & Action Plan (SDAAP)

• Developing an Organizational Map to Utilize School Resources Effectively

• Service Delivery Articulation and Action Plan (SDAAP)

• Examining Program Models and Configurations for Instructing English Language Learners

Using a School Organizational Map forELL Service Delivery Articulation & Action (SDAAP):

What Is It?

• Organizing and Maximizing Time/Space/Resources in the School Building to Support Students’ Academic Achievement- 10,000 ft. view- Accounting for context and conditions- Considering all available resources- Thinking outside the box

Organizational Map Key Elements:

• Organizational Map: A structure to utilize

time, space, and resources in the school

building to support English language

learners’ academic achievement

• Establishing shared guiding beliefs and principles as a school

• Placement of ELLs based on language & learning needs

• Collaborative teaching structures using best practices for ELLs

• Flexibility with instructional placements based on needs of ELLs

Service Delivery Key Elements:

• Service Delivery:Instruction provided to

English language learners based on

individual language and learning needs

• Program Model- ESL, Bilingual, Dual Language

Immersion

• Program Configuration- Sheltered classes, Pull-out,

Push-in, Resource Rooms

• Clustering- Grade level, language

background, language proficiency

• Range of Services- Frequency and duration of

academic support

Description of ELL Student PopulationNumber receiving services in your school(s) or

district  

  

Do you perceive there are ELLs that have not been identified?

 

 

Language(s) spoken by your ELL population 

 

Placement of your ELL population 

 

Do you have staff who feel confident administering ACCESS?

 

 

Yes No

Do you have staff who feel confident interpreting ACCESS scores and data?

 

 

Does your school or district employ ESL and/or bilingual certified personnel?

If so, how many? 

 

NOTES       

 

 

Service Delivery Program Models and Configurations

  Program Models Program Configuration

English as a Second

Language (ESL)

ESL academic content class

ESL newcomer class

ESL/bilingual resource class

Sheltered (self-contained) classes

Pull-out programs

Resource rooms

Instruction in general education classroom with ESL/bilingual support

Push-in programs

Bilingual Education

Bilingual instruction (transitional or developmental)

Dual language immersion

Instruction in general education classroom taught by bilingual teacher

Socio-cultural Assessment

Indicate the extent to which each of the following applies to your school or district DK-don’t know; 1-strongly disagree; 2- disagree; 3-agree; 4- strongly agree

Teachers, staff and administrators. . .. . .value and encourage retention of first language and use in the home.

DK 1 2 3 4

. . .understand the second language acquisition process.

DK 1 2 3 4

. . .understand how immigrants and refugees acculturate and adapt.

DK 1 2 3 4 

. . .allow first language use in hallways, playground and non-academic settings.

DK 1 2 3 4

. . . encourage bilingualism to the greatest degree possible.

DK 1 2 3 4

. . .know and understand research surrounding second language learning.

DK 1 2 3 4

. . .are comfortable in a multilingual environment. DK 1 2 3 4

. . .take ownership of the education of ELLS in their buildings.

DK 1 2 3 4

. . .understand how to adapt instruction for ELLs in the mainstream classroom. 

DK 1 2 3 4

. . .collaborate on instruction for ELLs 

DK 1 2 3 4

What past and current professional development resources about ELLs have

been utilized?             

   

Based on this assessment, what goals do you have future professional

development? 

 

 

Notes  

 Grade/Sections

Program Model /Configuration

# of ELLs Hrs. of Service perWeek

Staff Assigned 

Example   

Ex.Bilingual Class – Ms. Diaz  ESL support – Ms. Johnson 

  18 ELLs   6 ELLs

  25 hours(dual certified teacher) 10 hours

  Ms. Ruiz – Para-professional  Ms. Her– ESL teacher

Kindergarten   

       

Grade 1   

     

Grade 2  

     

Grade 3  

       

Grade 4   

       

Grade 5      

          

 

Program Model /Configuration

# of ELLs Hrs. of Service perWeek

Staff Assigned 

Kindergarten   

TBE Classroom Ms. Diaz 

18 ELLsDPI 1-3   

25 hours(dual certified teacher)  

Ms. Ruiz – Para-professional5 hrs/week

Kindergarten  Grade/Sections

6 ELLs Center time Ms. Her– ESL teacher

Grade 1 TBE ClassroomMs. Sanchez 

15 ELLsDPI 1-3

25 hours (dual certified teacher)

Ms. Ruiz 5 hrs/week

Grade 1 ESL SupportMs. Yang

8 ELLs 7.75 hrs/weekLiteracy block and RtI

Ms. Her – ESL teacher

Grade 2   

TBE Classroom 16 ELLsDPI 1-3

25 hours (dual certified teacher)

Grade 2 ESL Support 

5 ELLs 7 hrs/weekMath block and RtI

Ms. Her – ESL teacher

Grade 2 ESL/Spec. Ed.Support

3 ELLsSwD

consultation Ms. Ruiz – 3 hrs/week

Grade 3   

BRT Support 14 ELLs 7.25 hrs/weekLiteracy and tutorial

Mr. Jones – BRT teacher

Grade 3 ESL/Spec. Ed. Support

7 ELLsSwD

consultation Mrs. Ruiz

Grade 4  

BRT Support 10 ELLs 8.75 Lang. Arts and Intervention

Mr. Jones – BRT teacher

Grade 4 ESL/Spec. Ed. Support

3 ELLsSwD

consultation 

Mrs. Ruiz

Grade 5 BRT Support 12 ELLs 8.25 hrs/weekMath, tutorial and intervention 

Mr. Jones – BRT teacher

Grade 5 ESL/Spec. Ed. Support  

5 ELLs consultation Mrs. Ruiz

Elementary SchoolsEx.) ESL K-5

Interpretation servicesEx.) ESL K-5Transitional Bilingual K-2

Middle SchoolsEx.) ESL 6-8

Spanish language arts Ex.) ESL 6-8

ELL resource class

High SchoolsEx.) ESL sheltered courses: (Language Arts, Math, Science, Social Studies)Spanish for Spanish speakers Interpretation / Translation services

Organizational Map and Service Delivery: Key Steps to Implementation for Educating English Language Learners

1.) School leader creates a visual map of classroom configurations with student placements based on projected numbers of English language learners and conversations with teachers2.) A leadership team that includes ESL and bilingual teachers is assembled and ELL student profiles are created3.) Decision-making occurs based on allocations and ELL student needs4.) Grade level teachers and ESL and bilingual education teachers work collaboratively to schedule students into classes 5.) Organizational map and service plan is disseminated to all staff and revisited periodically to ensure classroom environments are optimal for English language learners

Questions to Consider:

• What elements of the organizational map and/or service delivery process is currently in place in your school or district?

• Which structures or processes might be helpful in your educational setting to support English language learners?

Potential Uses of the SDAAP

• Plan of Service (DPI) – Service Delivery Articulation• District/School Improvement Planning • Strategic Framework Alignment• Presentations to Administration/Staff/BOE• Grade Level / Team Level Planning• Transition Planning • Articulation of Short & Long Term Goals/Planning

for ELLs

Learned?

Affirmed?

Time for Reflection

Questioned?

Resources can be found at:

http://equityandexcellence.weebly.com/

Question and Answer

• Share Out New Learning, Affirmations, and Questions!?

• Thank You for Your Participation!John Kibler

JKibler@edgewood.eduAmy Christianson

AChristianson@edgewood.edu